Relevant bibliographies by topics / ACT primary education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'ACT primary education'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "ACT primary education"

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Wilkinson, Andrew M. "Argument as a Primary Act of Mind." Educational Review 38, no. 2 (June 1986): 127–38. http://dx.doi.org/10.1080/0013191860380204.

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Yuvaraj, Nisha, and U. Arabi. "Determinants of Household Expenditure on Primary Education." Shanlax International Journal of Economics 9, no. 3 (June 1, 2021): 10–14. http://dx.doi.org/10.34293/economics.v9i3.4021.

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Government expenditures and household expenditures appear to act as complements rather than substitutes for each other: an increase in government expenditure tends to increase household expenditures and vice-versa. Public investment can provide educational facilities, quality, and other institutional measures, but only household investment will enable its utilization.
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Summer, Anita. "Entrepreneurship Education in Mathematics Education for Future Primary School Teachers." Discourse and Communication for Sustainable Education 10, no. 2 (December 1, 2019): 89–99. http://dx.doi.org/10.2478/dcse-2019-0020.

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Abstract Teachers act as role models and through their activities are active co-designers of future generations. Independent thinking and taking responsible, sustainable actions form the basis for a vibrant society. Entrepreneurship skills can already be fostered in primary school children. This requires well-trained primary school teachers. The following text deals with the contents of “Entrepreneurship Education and Mathematics”, which the curriculum provides for primary school children as well as for students of primary school education. In a case study the author describes the implementation of a course at the University College of Teacher Education Vienna/Krems as taught since 2015.
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Ulitko, V. "Primary School Teacher Vocational Education: Model Building." Primary Education 7, no. 6 (December 25, 2019): 12–16. http://dx.doi.org/10.12737/1998-0728-2019-12-16.

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The subject of consideration of the author of the article is the problem of creating conditions for the formation of readiness of primary school teachers to act effectively in changing educational situations, to solve new professional tasks for the implementation of a new educational standard. The feasibility of leaving additional education in the field of informal, involving significant academic freedom, an active subjective position of the participants, their reflexive partnership, is substantiated.
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Bray, E. "Macro Issues of Mikro Primary School." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 10, no. 1 (July 4, 2017): 1. http://dx.doi.org/10.17159/1727-3781/2007/v10i1a2791.

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Mikro Primary School is an Afrikaans medium public school whose governing body refused to accede to an order of the Western Cape Department of Education to change the language policy of the school so as to convert it into a parallel medium Afrikaans/English school. The Supreme Court of Appeal held that section 29(2) of the Constitution of the Republic of South Africa, 1996, means that everyone has a right to be educated in an official language of his or her choice at a public educational institution to be provided by the State if reasonably practicable, but not the right to be so instructed at each and every public educational institution, subject only to it being reasonably practicable to do so. The court held that the language policy and admission policy of Mikro were not contrary to any provision of the Constitution, the South African Schools Act 84 of 1996, the Western Cape Provincial School Education Act 12 of 1997 or the Norms and Standards. The MEC and the department were prohibited and restrained from compelling or attempting to compel the school or its principal to admit learners for instruction otherwise than in compliance with its language policy and applicable provisions of the Schools Act and the Norms and Standards. The court declared the conduct of the department’s officials to be an unlawful interference with the government and professional management of the school in contravention of section 16 of the Schools Act and prohibited and restrained them from interfering unlawfully. The court rejected a previous interpretation of the term “organ of state” and relied on the Constitution which determines that any institution exercising a public power or performing a public function in terms of any legislation is an organ of state (section 239(b)(ii)). This means that the public school (acting through its governing body) is clearly an organ of state because as an institution it exercises a public-education power and performs public-education functions in terms of the Schools Act, for example.
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Wilkinson, Andrew. "Argument as a Primary Act of Mind." English in Education 24, no. 1 (March 1990): 10–22. http://dx.doi.org/10.1111/j.1754-8845.1990.tb01301.x.

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Raab, Patricia, and Franz X. Bogner. "Microplastics in the Environment: Raising Awareness in Primary Education." American Biology Teacher 82, no. 7 (September 1, 2020): 478–87. http://dx.doi.org/10.1525/abt.2020.82.7.478.

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Microplastic pollution is an environmental threat with substantial effects on ecosystems. Persistence and ubiquity are the central causes of the problems microplastics generate, especially throughout water-based food webs. To limit microplastic pollution, accountability of individuals is needed, which requires reliable information for an individual to act accordingly. Knowledge about sources, contamination, fate, and effects of microplastic in the environment may be an essential element in enhancing students' motivation and sense of responsibility. Our module “Plastic Detectives – The Search for Plastic” offers consciousness-raising tasks that involve students in hands-on learning activities. Within student-centered activities, different tasks on sources in everyday life, sinks in aquatic ecosystems, effects on marine animals, and prevention strategies for microplastics are in focus. With an appropriate overview, students may be sufficiently enabled to ponder their purchase decisions and potentially limit microplastic pollution in everyday life.
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Bass, Di, and Colin A. Hardy. "That Sinking Feeling: Swimming in Primary Schools Post the 1988 Education Reform Act." European Journal of Physical Education 2, no. 2 (January 1997): 178–97. http://dx.doi.org/10.1080/1740898970020205.

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Klink, Kathleen A., Sylvia E. Joice, and Shannon K. McDevitt. "Impact of the Affordable Care Act on Grant-Supported Primary Care Faculty Development." Journal of Graduate Medical Education 6, no. 3 (September 1, 2014): 419–23. http://dx.doi.org/10.4300/jgme-d-14-00329.1.

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Abstract Health reform requires well-trained primary care physicians with new skills. Teaching faculty need to develop proficiency to deliver care in new models and systems, to lead change, and to teach these skills to the next generation of clinicians. Title VII Section 747 of the Public Health Service Act, modified and reauthorized under the Patient Protection and Affordable Care Act (ACA), is the only federal program that specifically supports the professional development of primary care faculty. We analyzed the effect of the modifications under the ACA on a funding opportunity announcement addressing faculty development needs and attributes of funded applications, including geographic regions. The data offer useful insights to programs interested in tapping sources of support for primary care faculty development. The data also show that targeted federal funding can bring about changes that contribute to an up-to-date, responsive primary care workforce. Title VII programs, as amended by the ACA, focus on curriculum development, teaching in community-based settings, and integrating patient-centered medical home concepts and interprofessional education and practice into the training of the next generation of physicians. These strategies drive change and improve the quality of care and patient outcomes.
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Evans, John, Dawn Penney, Amanda Bryant, and Monique Hennink. "All Things Bright and Beautiful? PE in primary schools post the 1988 Education Reform Act." Educational Review 48, no. 1 (February 1996): 29–40. http://dx.doi.org/10.1080/0013191960480103.

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Dissertations / Theses on the topic "ACT primary education"

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Wilde, Lee Ellen, and n/a. "The concept of excellence in education in ACT primary schools." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20050527.143328.

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From a philosophical and historical analysis of education in Australia since World War II and consideration of the research into school effectiveness and community expectations of education, a concept of "excellence" was derived: "Excellence in education" in its various institutionalised forms describes a state where there is a community perception that worthwhile goals have been formulated, attempts are made to achieve those goals using appropriately defined processes and that those goals are being achieved to the satisfaction of community members. It was also asserted that because of the diversity introduced into Australian society by sociocultural, economic and political developments since World War II, "excellence in education" may take many forms. This demands diversity in schooling so that these different forms of excellence may be achieved. This "excellence" was seen to be a relative concept rather than an absolute one. Information was collected from six primary schools from both the government and non-govenunent sectors of the ACT, using swey instruments, interviews and document analysis. This information related to the perceptions of the family, staff and student sectors of these schools about the importance and achievement of various factors in the areas of goals and philosophy, curriculum, teaching and learning practices, general organisation and school atmosphere. The study found that, while these schools, all being concerned with the education of primary school children in the same local and national context, exhibited certain common elements, they also demonstrated a variety of other features in a variety of combinations, giving each school a distinctive profile. Moreover, these school communities each judged their particular school being "Excellent" and "meeting expectations", and yet were accepting of some discrepancy between what they considered ideal and what was actually achieved. Thus it was shown that excellence in education is a relative concept in the ACT, if not in contemporary Australian society as a whole.
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Davies, Geraint. "Religious education and worship in the primary school : a study of headteachers' perceptions." Thesis, Bangor University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368764.

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Phahlamohlaka, Teuns. "Challenges of inclusive education in multicultural public primary schools." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/60972.

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After the ushering of the democratic dispensation in 1994 an increased diversity in the society and schools of South Africa resulted from the policies and legislations adopted to integrate the earlier ethnically divided educated system. This democratic dispensation did not only bring about political change, but also aimed at democratising the education system and eradicating the inequalities of the past. This is in line with the constitution of South Africa which provides all children, young people and adults with human rights and education benefits. The South African public schools' educators are tasked with the responsibility of ensuring that all learners with different educational needs are taught in a regular classroom. Providing teaching to multicultural classes requires positive experiences and support of inclusive schooling. The purpose of the study is to establish the challenges of teaching inclusive education in a multicultural class in the Gauteng Province public primary schools. This study used a qualitative research approach where participants were interviewed using one-on-one semi structured interviews and probes for clarity and depth. Data was analyzed inductively so as to use the results of the analysis as basis for subsequent data collection through follow up interviews. Ten (10) post level one educators from five multicultural primary schools managing challenges of inclusive education (Foundation Phase and Intermediate Phase) were purposively sampled. Official documents like the White Paper 6 (2001) on the rights of learners with educational needs, and the South African Schools Act (1996) were analyzed to get information on how educators should go about teaching inclusive education to multicultural classes. The findings of the study will contribute to the knowledge base on the management of challenges of inclusive education in multicultural public primary schools about the support structures required and may also inform policy makers.
Dissertation (MEd)--University of Pretoria, 2017.
Education Management and Policy Studies
MEd
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Deeks, Graham. "Managing change in primary schools : impact and consequences in the post Education Reform Act period." Thesis, University of Oxford, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321605.

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York, Daryl. "In what ways do primary and secondary schools act to internationalize their institutional ethos?" Thesis, University of Bath, 2016. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.707580.

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This research into school identity studies school agency by focusing on how schools act to self-determine an aspirational international identity. Aspirational identity is conceptualized in Bourdieusian terms as intentional position-taking in the face of constraints, both external – field competition for capital resources – and internal - a subject’s habitus (which, for schools, necessitates critical evaluation of the putative notion of institutional habitus). Schools fundamentally distinct from many organizations in that a school’s identity subsumes a role in the determination of the identity of its students, may construe and pursue the realization of an element to their school identity that is international. Schools may do this by creating an international ethos, in order to internationalize student identity. In this study, to analyse ethos- and identity-internationalizing initiatives in a sufficiently broad, unifying manner, applicable to any type of school, use is made of Bernstein’s notion of the pedagogization of knowledge to inspire an analytical framework developed from the Pedagogic Device. Data from interviews with school leaders in 15 schools in 10 countries, showed ethos internationalizing initiatives to be divisible into three classes: firstly, initiatives pertaining to the medium by which knowledge is transmitted, particularly the language of instruction and the nationality mix of students and teachers; secondly, the knowledge transmitted to students may be deemed to be more or less international in content; thirdly, the knowledge to be transmitted may be prepared for transmission to students in ways that are more or less international by the process that Bernstein calls recontextualization. A potent means of internationalizing school identity and thus ethos was seen to be (international) recontextualization of knowledge by schools themselves, sometimes but not always in conjunction with an external agency. It was found that schools, irrespective of the composition by nationality of their student body, according to varying degrees of agency they display to construe and pursue an international identity for themselves and students, may be classified according to three ‘ideal types’: international identity creators; international identity assemblers; or international identity strengtheners. Some of the international identity strengtheners are shown to exhibit positive habitus to aspire to international identity as they stake more advantageous field positions by operating simultaneously in both national and transnational fields.
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Kwapong, Abeena. "How might the Twi language act as mediator of learning in primary schools in Ghana?" Thesis, Goldsmiths College (University of London), 2010. http://eprints.gold.ac.uk/6500/.

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Williamson, Janet, and n/a. "Teachers and the use of computers in four ACT non-government primary schools." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20050816.150827.

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The case studies carried out in four non-government primary schools in the ACT aimed to look at the way teachers were using computers in classrooms in order to shed light on the factors which may determine how teachers chose to use computers to enhance learning. The case study method allowed the researcher to use triangulation to provide in-depth information about the processes involved in the delivery of a lesson using a computer. The findings were positive in that more than half of the teachers were found to be using computers at a high level of adoption, predominantly running simulation programs. In most schools, this was in spite of either hardware or software constraints, inadequate professional development opportunities or administrative obstacles. Whether the teachers taught in a laboratory or had one computer in the classroom did not seem to retard their enthusiasm for finding the best strategies to effectively integrate computer use. Cooperative learning strategies had been adopted by most of the teachers so their transition to computer use was made easier since their students had already been 'routinised'.The data also pointed to formal Computer Education as a possible determinant of a high level computer user. However, research on a wider scale would be needed to validate the result. Differences in the way classes were managed in a onecomputer classroom and a laboratory were evident. Teachers spent most time with those students working away from the computer in the one-computer classroom and most time with those working at the computer in the laboratory setting. Methods of evaluation were shown to be necessarily different depending on whether work was carried out in a laboratory or a one-computer classroom. Finally, the study pointed to the need for non-government schools and system managers to begin long-term planning for hardware and software purchase and resource management in order to provide teachers with the tools needed to integrate computer use effectively. Such planning would need to include provision for professional development.
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Warren, Simon Adrian. "'Is that an action man in there?' : masculinity as an imaginative act of self-making in an English primary school classroom." Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/39029/.

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This thesis argues that masculinity does not exist as the empirical property of biological males. Instead, masculinity is viewed as being produced in its objective sense through a social imaginary that invokes masculinity as already ontologically present; as having ontological continuity; as being necessarily coherent; and as being embodied in real boys/men. l\lasculinity is therefore seen as an iterative exercise, or a narrative of self, whereby the boys in this study are seen as being involved in producing themselves as coherent males in each classroom interaction. The masculine social imaginary is made real through these subjective moments of self-making. This research focuses on the strategies engaged in by boys, in an English primary school classroom, in their accomplishment of masculine identities~ how they are secured in relation to both girls and other boys~ and how particular masculine forms achieve and maintain hegemony. The research looks at the relationship between objective and subjective senses of identity; the cultural resources available to boys in their identity work; the ways different cultural resources (capital) accrue value in the context of the school; how these differently valued resources contribute to the production of masculine hierarchies; and pedagogic structures and practices interact with the boys' identity work to construct different relationships with the official curriculum. Working through a concept of reflexive relativity, this thesis regards the data collected through observation and elicitation exercises, as narrative productions. The research text itself is a narrative production - a rendering of a theory of masculine behaviour; and as constituting a series of dialogues between the research and different research subjectivities.
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Dann, Ruth Catherine. "Pupil assessment in the primary school : with special reference to the assessment implications of the Education Reform Act 1988." Thesis, University of Southampton, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.358703.

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Sutcliffe, Sarah, and n/a. "An investigation into the most significant influences on the way beginning teachers incorporate music into their primary classrooms." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20061109.113339.

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The aim of this study was to identify the significant influences that effect the way beginning teachers in the A.C.T. incorporate music into their primary classrooms. Twenty-eight teachers from 23 different schools were interviewed in this study. These teachers were chosen on the basis that they were beginning teachers (teachers who were in their first, second or third year of teaching) and had graduated from the University of Canberra from 1988 to 1990. The teachers were interviewed over a 7 week period in Term 4 of 1990. The interview schedule incorporated aspects of a questionnaire and an interview employing both closed and open-ended questions. The study found that although 71% of the teachers taught some music in their classrooms, no teacher actually taught the whole music curriculum (as defined by the A.C.T. Curriculum Guidelines, 1990). Singing, listening and moving were taught by most teachers but areas of the music curriculum such as playing, reading and writing, improvisation and composition were rarely included. These results were influenced by factors such as the musical background of the teachers, preservice courses, the school music curriculum, whether or not teacher's colleagues taught music and the school's utilisation of the music specialist. For example, teachers who taught music were more likely to come from a school that had a music curriculum rather than from a school that did not. This study has implications for the development and implementation of primary school music curricula, the reassessment of future preservice and inservice programs, the utilisation of human resources within primary schools and the development of more positive attitudes towards music in schools and society in general.
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Books on the topic "ACT primary education"

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Keast, David. The Education Reform Act and small primary schools: A pause for optimism. Exeter: University of Exeter, School of Education, 1990.

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Keast, David. The Education Reform Act and small rural primary schools: A pause for optimism. Exeter: University of Exeter School of Education, 1990.

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Hardwick, J. S. [Inspection under Section 9 of the Education (Schools) Act 1992]: Victoria Primary School ... : dates of inspection 8-9 December 1998. London: Ofsted, 1997.

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Biercamp, I. Bramhope Primary School ... Leeds ...: Dates of inspection 11th -13th June 1996 : inspection carried out under Section9 of the Education (Schools) Act 1992. [London]: Ofsted, 1996.

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Hardwick, J. S. [Inspection under Section 9 of the Education (Schools) Act 1992]: Alwoodley Primary School...Leeds... : date of inspection 18 -21 September 1995. [London]: Ofsted, 1995.

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Biltcliffe, David. Inspection under Section 9 of the Education (Schools) Act 1992: Cookridge Primary School...Cookridge, Leeds...datesof inspection 19-23 June 1995. [London]: Ofsted, 1995.

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Biltcliffe, David. Inspection under Section 9 of the Education (Schools) Act 1992: The Whartons Primary School...Otley... : dates of inspection 16-19 October 1995. [London]: Ofsted, 1995.

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British Association of Advisers and Lecturers in Physical Education. Inspection of physical education: Guidance for the inspection of physical education in primary and secondary schools under the provisions of the Education (Schools) Act 1992. Leeds: White Line Publishing Services [for] BAALPE, 1993.

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Clarke, J. Inspection under Section 9 of the Education (Schools) Act 1992: Beeston Primary School... Leeds... : dates of inspection 12 - 16 June 1995. [London]: Ofsted, 1995.

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Brooks, Magaret E. [Inspection under Section 9 of the Education (Schools) Act 1992]: Whitebridge Primary School...Leeds : date of inspection 18 -22 September 1995. [London]: Ofsted, 1995.

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Book chapters on the topic "ACT primary education"

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van den Berg, Bas. "How Primary School Teachers Learn To Act Wisely, Boldly, and Inventively." In Complexity in Education, 189–209. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-764-1_10.

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Chou, Chuing Prudence, and Gregory Ching. "Structure of Preschool, Primary, and Secondary Education." In Taiwan Education at the Crossroad, 115–62. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9780230120143_8.

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Castells, Núria, Isabel Solé, Cristina Luna, Eva Lordán, Esther Nadal, Mariana Miras, and Sandra Espino. "4. Training a Primary Education Teacher to Teach Expository Text Comprehension Strategies." In Reviving Catalan at School, edited by Joaquim Arnau, 72–95. Bristol, Blue Ridge Summit: Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090266-006.

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Jones, Ross L. "Thinking Dangerous Thoughts: Post-primary Education and Eugenics in Australia: 1905–1939." In Eugenics at the Edges of Empire, 153–74. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64686-2_8.

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Ortega, Aneska, Júlia Coromina, and Ana Teberosky. "6. Production of Texts with Multimodal Resources by Two Groups of Primary Education Students." In Reviving Catalan at School, edited by Joaquim Arnau, 120–35. Bristol, Blue Ridge Summit: Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090266-008.

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Cappelli, Gabriele. "A Struggling Nation Since Its Founding? Liberal Italy and the Cost of Neglecting Primary Education." In School Acts and the Rise of Mass Schooling, 223–51. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13570-6_10.

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Chatzifotiou, A., and K. Tait. "Education for Sustainable Development and the Eco-school Initiative in Two Primary and Two Early Years Settings in the North East of England." In Sustainable Development Research at Universities in the United Kingdom, 45–61. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47883-8_4.

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Berisha-Gawlowski, Angelina, Carina Caruso, and Christian Harteis. "The Concept of a Digital Twin and Its Potential for Learning Organizations." In Digital Transformation of Learning Organizations, 95–114. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-55878-9_6.

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AbstractThe digital transformation of organizations in the industrial sector is primarily driven by the opportunity to increase productivity while simultaneously reducing costs through integration into a cyber-physical system. One way to fully tap the potential of a cyber-physical system is the concept of the digital twin, i.e., the real-time digital representation of machines and resources involved – including human resources. The vision of representing humans by digital twins primarily aims at increasing economic benefits. The digital twin of a human, however, cannot be designed in a similar way to that of a machine. The human digital twin shall rather enable humans to act within the cyber-physical system. It therefore offers humans a power of control and the opportunity to provide feedback. The concept of the digital twin is still in its infancy and raises many questions in particular from an educational perspective. The contribution aims at answering the following questions and refers to the example of team learning: Which and how much data should and may the digital twin contain in order to support humans in their learning? To what extent will humans be able to control and design their own learning? How may skills, experiences, and social interactions of humans be represented in the digital twin; their growth and further development, respectively? With cyber-physical systems transcending corporate, national, and legal boundaries, what learning culture will be the frame of reference for the involved organizations?
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Bastide, Derek. "Religious Education and the Education Reform Act." In Good Practice in Primary Religious Education 4–11, 11–23. Routledge, 2017. http://dx.doi.org/10.4324/9781315067346-3.

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Levstik, Linda S. "Narrative as a primary act of mind?" In Researching History Education, 1–9. Routledge, 2018. http://dx.doi.org/10.4324/9781315088815-1.

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Conference papers on the topic "ACT primary education"

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Hoffman, Allen H. "Making Ethics Education Personal." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-38280.

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Accredited engineering programs are required to provide instruction in ethics. A primary goal of ethics education is to develop and improve a student’s ability to recognize situations involving ethical decisions and to encourage development of a personal framework by which to decide what to do. A major challenge in ethics education is to personalize situations that are typical of those that the students will likely encounter. This paper presents techniques that enable a faculty member to act as a facilitator in the discussion of ethics rather than as an instructor.
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Gavilán-Martin, Diego, Gladys Merma-Molina, María E. Urrea-Solano, and María José Hernández-Amorós. "HOW DO TEACHERS ACT WHEN FACED WITH PROBLEMS THAT AFFECT COEXISTENCE IN THE CLASSROOM? VISION OF THE PRIMARY AND SECONDARY EDUCATION STUDENTS." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0660.

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Lynch, Kathy. "Readiness to Communicate in a Digital World." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2985.

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Communicating with friends, family, peers and colleagues has always underpinned work and social behaviour. However, the devices that act as conduits to this communication have changed over time, and differ across the globe. People in industralised corners of the world are more and more frequently using advances in information and communication technologies (ICTs) to assist both the senders and receivers to have more timely, synchronous and value-added communiques. Well, that is what the promotional material is telling us. The primary role of undergraduate education is to best prepare graduates for the workforce that they are being primed. To this end, educators need to be knowledgeable in what students already know, do, and their perceptions of what is required and is of value in assisting them to communicate with colleagues or peers. This paper presents a study that aimed to identify directions for undergraduate IT curriculum in developing the information and communication technology (ICT) readiness of beginning IT (in particular Information Systems) professionals to work in a collaborative team. Three hundred undergraduate Information Systems (IS) students were invited to participate in the study, one-hundred and sixty responded. The results indicate that there is a definitive relationship between frequency of use and the perceived value of an information and communication technology, and that the use of an ICT as a communication device in a social situation does not guarantee its use or even its perceived value as a communication device in a work situation: Visa versa is also true. Findings from the research could be used to influence IS curriculum developers in preparing undergraduate students’ readiness for communicating (and collaborating) in the digital workforce of today.
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Langer, Sabina. "PARTICIPATION TO EMPOWER CHILDREN AND STRENGTHEN THE COMMUNITY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end069.

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In a pandemic, children’s participation is even more important than before. This paper presents the first stage of an exploratory study for my PhD research in Pedagogy beginning in January 2021 in Milan. The participants are 19 pupils of class 4B (primary school), their parents and the teachers who joined energies to reproject a square, in order to transform it into a welcoming space for the entire community. In Italy, public speeches did not mention children who could not finally use public spaces for months as they were identified as the “plague spreaders”. The project revisits this perspective by considering children as potential actors of the transformation. Only if adults set the conditions for a change, children, their needs and their imagination could become agents for that change and centre of the community. The project name is Piazziamoci (Let’s place ourselves here) to signify the conscious act of taking a place together. After a theoretical framework of the study within Student Voice, I describe the generative circumstances, the context and the first steps of the project. The children explored the square, interviewed the inhabitants, shared information and dreams with their classmates coming up with proposals to present to City Council. This first phase aimed to set the basis of my investigation on the participants self-awareness as people and members of the community; it also focuses on the perception of the square as a common good. To this purpose, this work introduces concepts as the capacity to aspire (Appadurai, 2004), imagination and creativity (Vygotsky, 1930/2004), interdependence (Butler, 2020), and, therefore, a political and educational interpretation of the project.
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Kilmer, Lisa, and Stephanie Schields. "Incorporating higher education computer animation principles into primary education math systems." In ACM SIGGRAPH 2006 Educators program. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1179295.1179350.

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Ranđelović, Branislav, Elizabeta Karalić, and Danijela Đukić. "THE DIGITALIZATION OF THE LEARNING PROCESS IN SERBIA DURING THE COVID-19 CRISIS." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.203r.

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The COVID-19 crisis significantly disturbed the teaching process in Serbia. The subject of this research is the reaction and response of Serbian educational system during this crisis. The aim of this paper is the analysis of modifications of the teaching process and distance learning activities in primary and secondary schools, and teaching using the national public television service. The use of the method of content analysis, legal acts in the field of education adopted during the state of emergency in Serbia, decisions and instructions for the implementation of teaching, the manner of implementation of teaching, as well as the results of research on distance learning were investigated. Measures and activities for improving the digital alternative for future educational practice are proposed.
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Khalilia, Hadi, and Hasan Alhajhamad. "Improving Primary Education Styles using Child-Computer Interaction: A Practical Framework." In المؤتمر العلمي الدولي التاسع - "الاتجاهات المعاصرة في العلوم الاجتماعية، الانسانية، والطبيعية". شبكة المؤتمرات العربية, 2018. http://dx.doi.org/10.24897/acn.64.68.176.

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Bielecka, Malgorzata. "Visual culture – an area of educational research." In 2nd International Conference of Art, Illustration and Visual Culture in Infant and Primary Education. São Paulo: Editora Edgard Blücher, 2012. http://dx.doi.org/10.5151/edupro-aivcipe-39.

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Contreras-Pacheco, Orlando E., and Juan C. Lesmez-Peralta. "Stakeholder Management: Formulating a Primer for Practitioners." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11134.

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Stakeholder management is the act of balancing the competing preferences or claims of company stakeholders for the sake of competing, collaborating, and succeeding. The present manuscript structures a primer, in the shape of a pedagogical proposal about the topic of stakeholder management. For this purpose, it introduces the reader to terms and concepts that are necessary to understand stakeholder management as an alternative way to manage organizations in both utilitarian and ethical manner. It also offers sufficient grounding in the field that enables the reader to interpret the insights of stakeholder management as a dynamic and cross-functional concept. The present work addresses practitioners, students, scholars and instructors in any topic of the business administration domain, which desires to validate alternatives to the traditional view of a shareholder-oriented way to manage.
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Westing, Jemma. "The interactive educational printed book: plaything or polymath?" In 2nd International Conference of Art, Illustration and Visual Culture in Infant and Primary Education. São Paulo: Editora Edgard Blücher, 2012. http://dx.doi.org/10.5151/edupro-aivcipe-60.

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Reports on the topic "ACT primary education"

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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, April 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.
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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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Lynch, Paul, Tom Kaye, and Emmanouela Terlektsi. Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0043.

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The COVID-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable now that schools are closed. They are isolated at home and unable to access information as easily as when they were attending school. This brief presents some of the practices that are reportedly working well for deaf children in different contexts.
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Atuhurra, Julius, and Michelle Kaffenberger. System (In)Coherence: Quantifying the Alignment of Primary Education Curriculum Standards, Examinations, and Instruction in Two East African Countries. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/057.

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Improvements in instructional coherence have been shown to have large impacts on student learning, yet analysis of such coherence, especially in developing countries and at a systems level, is rare. We use an established methodology, the Surveys of Enacted Curriculum (SEC), and apply it to a developing country context to systematically analyze and quantify the content and coherence of the primary curriculum standards, national examinations, and actual teaching delivered in the classroom in Uganda and Tanzania. We find high levels of incoherence across all three instructional components. In Uganda, for example, only four of the fourteen topics in the English curriculum standards appear on the primary leaving exam, and two of the highest-priority topics in the standards are completely omitted from the exams. In Tanzania, only three of fourteen English topics are covered on the exam, and all are assessed at the “memorization” level. Rather than aligning with either the curriculum standards or exams, teachers’ classroom instruction is poorly aligned with both. Teachers tend to cover broad swathes of content and levels of cognitive demand, unrelated to the structure of either the curriculum standards or exams. An exception is Uganda mathematics, for which standards, exams, and teacher instruction are all well aligned. By shedding light on alignment deficits in the two countries, these results draw attention to a policy area that has previously attracted little (if any) attention in many developing countries’ education policy reform efforts. In addition to providing empirical results for Uganda and Tanzania, this study provides a proof-of-concept for the use of the SEC methodology as a diagnostic tool in developing countries, helping education systems identify areas of instructional (in)coherence and informing efforts to improve coherence for learning.
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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.
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Nagahi, Morteza, Raed Jaradat, Mohammad Nagahisarchoghaei, Ghodsieh Ghanbari, Sujan Poudyal, and Simon Goerger. Effect of individual differences in predicting engineering students' performance : a case of education for sustainable development. Engineer Research and Development Center (U.S.), May 2021. http://dx.doi.org/10.21079/11681/40700.

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The academic performance of engineering students continues to receive attention in the literature. Despite that, there is a lack of studies in the literature investigating the simultaneous relationship between students' systems thinking (ST) skills, Five-Factor Model (FFM) personality traits, proactive personality scale, academic, demographic, family background factors, and their potential impact on academic performance. Three established instruments, namely, ST skills instrument with seven dimensions, FFM traits with five dimensions, and proactive personality with one dimension, along with a demographic survey, have been administrated for data collection. A cross-sectional web-based study applying Qualtrics has been developed to gather data from engineering students. To demonstrate the prediction power of the ST skills, FFM traits, proactive personality, academic, demographics, and family background factors on the academic performance of engineering students, two unsupervised learning algorithms applied. The study results identify that these unsupervised algorithms succeeded to cluster engineering students' performance regarding primary skills and characteristics. In other words, the variables used in this study are able to predict the academic performance of engineering students. This study also has provided significant implications and contributions to engineering education and education sustainable development bodies of knowledge. First, the study presents a better perception of engineering students' academic performance. The aim is to assist educators, teachers, mentors, college authorities, and other involved parties to discover students' individual differences for a more efficient education and guidance environment. Second, by a closer examination at the level of systemic thinking and its connection with FFM traits, proactive personality, academic, and demographic characteristics, understanding engineering students' skillset would be assisted better in the domain of sustainable education.
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Tare, Medha, Susanne Nobles, and Wendy Xiao. Partnerships that Work: Tapping Research to Address Learner Variability in Young Readers. Digital Promise, March 2018. http://dx.doi.org/10.51388/20.500.12265/67.

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Over the past several decades, the student population in the United States has grown more diverse by factors including race, socioeconomic status, primary language spoken at home, and learning differences. At the same time, learning sciences research has advanced our understanding of learner variability and the importance of grounding educational practice and policy in the individual, rather than the fiction of an average student. To address this gap, LVP distills existing research on cognitive, social and emotional, content area, and background Learner Factors that affect learning in various domains, such as reading and math. In conjunction with the development process, LPS researchers worked with ReadWorks to design studies to assess the impact of the newly implemented features on learner outcomes.
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Busso, Matías, Juan Pablo Chauvin, and Nicolás Herrera L. Rural-Urban Migration at High Urbanization Levels. Inter-American Development Bank, December 2020. http://dx.doi.org/10.18235/0002904.

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This study assesses the empirical relevance of the Harris-Todaro model at high levels of urbanization a feature that characterizes an increasing number of developing countries, which were largely rural when the model was created 50 years ago. Using data from Brazil, the paper compares observed and model-based predictions of the equilibrium urban employment rate of 449 cities and the rural regions that are the historic sources of their migrant populations. Little support is found in the data for the most basic version of the model. However, extensions that incorporate labor informality and housing markets have much better empirical traction. Harris-Todaro equilibrium relationships are relatively stronger among workers with primary but no high school education, and those relationships are more frequently found under certain conditions: when cities are relatively larger; and when associated rural areas are closer to the magnet city and populated to a greater degree by young adults, who are most likely to migrate.
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Haider, Huma. Transitional Justice and Reconciliation in the Western Balkans: Approaches, Impacts and Challenges. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/k4d.2021.033.

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Countries in the Western Balkans have engaged in various transitional justice and reconciliation initiatives to address the legacy of the wars of the 1990s and the deep political and societal divisions that persist. There is growing consensus among scholars and practitioners that in order to foster meaningful change, transitional justice must extend beyond trials (the dominant international mechanism in the region) and be more firmly anchored in affected communities with alternative sites, safe spaces, and modes of engagement. This rapid literature review presents a sample of initiatives, spanning a range of sectors and fields – truth-telling, art and culture, memorialisation, dialogue and education – that have achieved a level of success in contributing to processes of reconciliation, most frequently at the community level. It draws primarily from recent studies, published in the past five years. Much of the literature available centres on Bosnia and Herzegovina (BiH), with some examples also drawn from Serbia, Kosovo and North Macedonia.
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